SURVEY OF STUDENTS FAMILIARITY WITH GRAMMAR AND MECHANICS OF ENGLISH LANGUAGE AN EXPLORATORY ANALYSIS. Hialeah, FL 33012, USA.
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1 Polygon Spring 2010 Vol. 4, SURVEY OF STUDENTS FAMILIARITY WITH GRAMMAR AND MECHANICS OF ENGLISH LANGUAGE AN EXPLORATORY ANALYSIS M. Shakil 1, V. Calderin 2 and L. Pierre-Philippe 3 1 Department of Mathematics, Miami Dade College, Hialeah Campus, Hialeah, FL 33012, USA. mshakil@mdc.edu 2 Department of English, Miami Dade College, Hialeah Campus, Hialeah, FL 33012, USA. vcalderin@mdc.edu 3 Department of ESL and Foreign Languages, Miami Dade College, Hialeah Campus, Hialeah, FL 33012, USA. lpierrep@mdc.edu ABSTRACT In recent years, there has been a great interest in the problems of grammar and mechanics instruction to the freshman English. In this paper, the students familiarity with grammar and mechanics of English language has been studied from an exploratory point of view. By administering a survey on the grammar and mechanics in some classes, the data have been analyzed statistically which shows some interesting results. It is hoped that the findings of the paper will be useful for researchers in various disciplines. KEYWORDS ANOVA, grammar, hypothesis testing, mechanics, prescriptivist approach, Shannon s diversity index. 1. INTRODUCTION As noted by Teorey (2003), although the usage of prescriptivist approach to grammar instruction was rejected by the linguistic community nearly one hundred years ago, its importance in the present day instruction of English language cannot be overlooked. It appears from the literature that not much work has been done on the problem of students familiarity with grammar and mechanics of the English language. Certain guessing experiments to measure the predictability (defined in terms of entropy) of ordinary literary English were devised by Shannon (1951). A study to determine the predictability of English whether it is dependent on the number of preceding letters known to the subject was conducted by Burton and Licklider (1955). The variations in the predicting capacities of students learning English as a foreign language were studied by Siromoney (1964). Recently, Joyce (2002) has studied the use of metawriting to learn grammar and mechanics. Using freshman composition, the problems of grammatical errors and skills have been studied by Teorey (2003). In this paper, we propose to study the students familiarity with grammar and mechanics of English language from an exploratory point of view. The data have been analyzed statistically. The organization of this paper is as 43
2 follows. Section 2 discusses the methodology. The results are given in section 3. The discussion and conclusion are provided in Section METHODOLOGY A survey consisting of 20 multiple choice questions (see Appendix I) was constructed to test students familiarity with English grammar and mechanics in six different courses in the spring semester of The courses selected were ENC 0021, ENC 1101, ENC 1102, EAP 1640, MGF 1107 and MAC The survey was administered by the instructors in each of these courses. A total of 121 students participated in the survey the details of which are provided in the following Tables 1 and 2 below. 3.1 MASTERY REPORT Table 1: Surveyed Courses Discipline Courses Respondents ENC ENC 0021, ENC 1101, 71 ENC 1102, EAP 1640 MAT MGF 1107, MAC Total Table 2: Survey Respondent Characteristics Gender Native Non-native Total English Speakers English Speakers Male Female Total RESULTS The total number of questions in the survey was 20. Each question was assigned 1 point. The possible points in the survey were 20. The score unit was assumed to be percent. The minimum % to pass was 60. The mastery report of the survey participants is provided in the Figure 1 below. 44
3 3.2 ITEM ANALYSIS Figure 1: Mastery Report For the standard item analysis report of the survey questions, the participants were divided into three different groups, that is, Group I: (ENC 0021, EAP 1640); Group II: (ENC 1101, ENC 1102); and Group III: (MGF 1107, MAC 2233). The descriptive statistic of the performance of these groups in the survey is provided in Table 3 below. Table 3: Descriptive Statistic of Group Performance Group Respondent Mean Median S. D. Reliability Coefficient (KR20) Highest (out of 20) Lowest (out of 20) I II III Further, the standard item analysis report of the survey questions for the said three groups is provided in the Figure 2 below. Figure 2: Standard Item Analysis Report 3.3 HYPOTHESIS TESTING: INFERENCES ABOUT TWO MEAN SCORES This section discusses the hypothesis testing and draws inferences about the mean 45
4 scores of two independent samples. Following the procedure on pages in Triola (2010) of not equal variances: no pool, the hypothesis testing was conducted for three sets of two independent groups by using the statistical software package STATDISK. The results of these tests of hypotheses are provided below. (I) INFERENCES ABOUT MEAN SCORES OF ENC AND MAT PARTICIPANTS For this analysis, we defined the two groups as follows: ENC/EAP: ENC 0021, ENC 1101, ENC 1102, EAP 1640 MAT: MGF 1107, MAC 2233 The descriptive statistic of ENC/EAP and MAT participants is given in Table 4 below. Table 4: Descriptive Statistic of ENC and MAT Participants Group Respondent Mean S. D. ENC/EAP MAT The results of the hypothesis test to draw the inferences about the mean scores of ENC/EAP and MAT participants are provided in Table 5 and Figure 3 below. Table 5: Hypothesis Testing about Mean s of ENC/EAP and MAT Assumption: Not Equal Variances: No Pool Let µ1 = Mean of ENC/EAP and µ2 = Mean of MAT. Claim: µ1 = µ2 (Null Hypothesis) Test Statistic, t: Critical t: ± P-Value: Degrees of freedom: % Confidence interval: < µ1-µ2 < Fail to Reject the Null Hypothesis Sample does not provide enough evidence to reject the claim 46
5 Figure 3: Hypothesis Testing about Mean s of ENC/EAP and MAT (II) INFERENCES ABOUT MEAN SCORES OF NATIVE ENGLISH SPEAKING AND NON-NATIVE ENGLISH SPEAKING PARTICIPANTS For this analysis, we defined the two groups as follows: ENG: Native English Speaking Participants NON-Eng: Non-native English Speaking Participants The descriptive statistic of ENG and NON-ENG participants is given in Table 6 below. In order to compare the scores of ENG and NON-ENG participants, the respective boxplots are drawn on the same scale in Figure 4 below. Table 6: Descriptive Statistic of ENG and NON-ENG Participants Group Respondent Mean Median S. D. ENG NON-ENG Figure 4: Comparing s of ENG (Col. 1) and NON-ENG (Col. 2) Participants 47
6 The results of the hypothesis test inferences to draw about the mean scores of ENG and NON-ENG participants are provided in Table 7 and Figure 5 below. Table 7: Hypothesis Testing about Mean s of ENG and NON-ENG Assumption: Not Equal Variances: No Pool Let µ1 = Mean of ENG and µ2 = Mean of NO-ENG. Claim: µ1 = µ2 (Null Hypothesis) Test Statistic, t: Critical t: ± P-Value: Degrees of freedom: % Confidence interval: < µ1-µ2 < Reject the Null Hypothesis Sample provides evidence to reject the claim Figure 5: Hypothesis Testing about Mean s of ENG and NON-ENG (III) INFERENCES ABOUT MEAN SCORES OF MALE AND FEMALE PARTICIPANTS For this analysis, we defined the two groups as follows: M: Male Participants F: Female Participants The descriptive statistic of the Male and Female participants is given in Table 8 below. In order to compare the scores of Male and Female participants, the respective boxplots are drawn on the same scale in Figure 6 below. 48
7 Table 8: Descriptive Statistic of Male and Female Participants Group Respondent Mean Median S. D. M F Figure 6: Comparing s of Male (Col. 1) and Female (Col. 2) Participants The results of the hypothesis test to draw the inferences about the mean scores of Male and Female participants are provided in Table 9 and Figure 7 below. Table 9: Hypothesis Testing about Mean s of Male and Female Participants Assumption: Not Equal Variances: No Pool Let µ1 = Mean of M and µ2 = Mean of F. Claim: µ1 = µ2 (Null Hypothesis) Test Statistic, t: Critical t: ± P-Value: Degrees of freedom: % Confidence interval: < µ1-µ2 < Fail to Reject the Null Hypothesis Sample does not provide enough evidence to reject the claim Figure 7: Hypothesis Testing about Mean s of Male and Female Participants 49
8 3.4 ANALYSIS OF VARIANCE (ANOVA) AND DIVERSITY ANALYSIS This section discusses the analysis of variance for testing the hypothesis of equality of the mean scores and diversity analysis for testing the hypothesis of evenness ratio of respondent performance based on gender-language spoken. All these analyses were carried out by using the statistical software packages STATDISK and EXCEL. (I) Respondent Performance Based on Gender-Language Spoken The performance of respondent based on gender-language spoken is provided in Table 10 and Figure 8 below. Table 10: Respondent Performance Based on Gender-Language Spoken Group Gender Language Spoken % of Students Scoring 60 or above % of Students Scoring Below 60 AA Male-English AB Male-Spanish BA Female-English BB Female-Spanish BC Female-Other Figure 8: Respondent Performance Based on Gender-Language Spoken (II) Analysis of Variance (ANOVA) Following the procedure on pages in Triola (2010), this section discusses the ANOVA for testing the hypothesis of equality of the mean scores of four independent groups based on gender-language spoken, that is, AA, AB, BA, and BB. The results of ANOVA are provided in Table 11 and Figure 9 below. (Note: There was only one female who spoke French and so was included in group BB for analysis purposes.) 50
9 Table 11: ANOVA: Hypothesis Testing About Equality of Mean s ANOVA OF AA, AB, BA, BB (BC included in BB) Alpha = 0.05 Source: DF: SS: MS: Test Stat, F: Critical F: P-Value: Treatment: Error: Total: Reject the Null Hypothesis Reject equality of means Figure 9: ANOVA: Hypothesis Testing About Equality of Mean s (III) Diversity Analysis Applying the Shannon s Measure of Diversity Index (in terms of entropy) (Shannon, 1948), this section discusses the diversity analysis for testing the hypothesis of evenness ratio of respondent performance based on gender-language spoken, that is, AA, AB, BA, BB, and BC. The results of Diversity Analysis are provided in Table 12 below. Table 12: Diversity Analysis Based on Gender-Language Spoken Group Gender Language Spoken Proportion (p) of Students Scoring 60 or above AA Male-English AB Male-Spanish BA Female-English BB Female-Spanish BC Female-Other
10 Hypothesis: Does the respondent performance (that is, proportion of students scoring 60 or above based on gender-language spoken, that is, AA, AB, BA, BB, and BC, as provided in Table 12 above) suggest more diversity in the groups familiarity with the English grammar and mechanics? The Shannon s Measure of Diversity Index H and Evenness Ratio E H, where 0 E H 1, for the above Table 12, are computed as follows. Note that if E H 1, there is complete evenness. H E H Since E H , there appears to be complete evenness in the respondent performance (that is, proportion of students scoring 60 or above based on genderlanguage spoken, that is, AA, AB, BA, BB, and BC, as provided in Table 12 above). 4. CONCLUSIONS This paper discussed the students familiarity with grammar and mechanics of English language from an exploratory point of view. A total of 121 students from six different courses, that is, ENC 0021, ENC 1101, ENC 1102, EAP 1640, MGF 1107 and MAC 2233, participated in the survey. The minimum % to pass was 60. Out of 121 survey participants, % scored 60 or above. Based on the hypothesis testing, the following inferences were drawn about the survey participants. 1. There was sufficient evidence to support the claim that the mean scores of Male and Female participants were same. 2. There was sufficient evidence to support the claim that the mean scores of ENC/EAP and MAT participants were same. 3. There was sufficient evidence to reject the claim that the mean scores of Native English speaking and Non-native English speaking participants were same. 4. There was sufficient evidence to reject the claim of the equality of mean scores of four independent groups based on gender-language spoken, that is, AA, AB, BA, and BB. 5. There appears to be complete evenness in the respondent performance (that is, proportion of students scoring 60 or above based on gender-language spoken). 52
11 It is hoped that the findings of the paper will be useful for researchers in various disciplines. ACKNOWLEDGMENT The authors would like to express their sincere gratitude and acknowledge their indebtedness to the students of the courses, that is, ENC 0021, ENC 1101, ENC 1102, EAP 1640, MGF 1107 and MAC 2233, in the spring semester of 2009, for their cooperation in participating in the survey. Further, the authors are thankful to Professor Francia Torres for allowing us to administer the survey in her ENC0021 course and to Mr. Cesar Ruedas for assisting in test item analysis. REFERENCES Burton, N. G., and Licklider, J. C. R. (1955). Long-range constraints in the Statistical Structure of Printed English. American Journal of Psychology, 68, pp Joyce, J. (2002). On the Use of Metawriting to Learn Grammar and Mechanics. The Quarterly, Vol. 24, No. 4, pp Shannon, C.E. (1948). A Mathematical Theory of Communication. Bell System Technical Journal, 27, pp ; Shannon, C.E. (1951). Prediction and Entropy of Printed English. Bell System Technical Journal, 30, pp Siromoney, G. (1964). An Information-theoretical Test for Familiarity with a Foreign Language. Journal of Psychological Researches, viii, pp Teorey, M. (2003). Using Freshman Composition to Analyze What Students Really Know About Grammar. The Quarterly, Vol. 25, No. 4, pp Triola, M. F. (2010). Elementary Statistics. Addison-Wesley, N. Y. APPENDIX A Grammar Research Project Spring 2009 Sentence Structure Identify the type of sentence: A. Simple B. Compound C. Complex 1. Pat and Rob both work in the industrial complex. 2. While Pat is in the accounting department, Rob is an engineer. 3. Rob works the late shift, so he rarely sees Pat. 53
12 4. Pat needs to leave work by 3PM in order to pick up his son from school. Verb Tenses and Forms - Which Answer Corrects the Sentence 5. As I began to write my essay, my computer falled off the desk and broke. A. begins B. fell C. breaked 6. Before the pitcher threw the ball, the player ran and stealed second base. A. throw B. runs C. stole 7. When Kelly saw the dish, he will eat all the food and forget to save some for Saul. A. sees B. will eats C. forgot 8. Whenever I study for an exam, I closed my door and turn on my desk lamp. A. studying B. close C. turned Commonly Confused Words - Which Answer Corrects the Sentence 9. Drinking too many sodas can effect your health. A. to B. affect C. you re 10. A lot of investors loose money through risky investments. A. A lot B. lose C. though 11. The buyers should have tried to except their offer. A. should of B. accept C. they re 12. Mary would like to take the Design course, but it s all ready full. A. coarse B. its C. already Punctuation Identify the correct sentence 13. A. After watching the movie, Sally needed to return the DVD, so she borrowed her father s car. B. After watching the movie Sally needed to return the DVD, so she borrowed her father s car. C. After watching the movie, Sally needed to return the DVD so she borrowed her father s car. 14. A. Marco can go to the meeting, but not the party because somebody s going to his house for dinner. 54
13 B. Marco can go to the meeting but not the party because somebody s going to his house for dinner. C. Marco can go to the meeting but not the party, because somebody s going to his house for dinner. 15. A. Samuel took a month s leave of absence in order to be with his Aunt May, who was very ill. B. Samuel took a month s leave of absence in order to be with his Aunt May who was very ill. C. Samuel took a month s leave of absence, in order to be with his father, who was very ill. 16. A. The new business plan is said to have many advantages, such as maintaining facilities increasing profits and allowing for raises and new hires. B. The new business plan is said to have many advantages, such as maintaining facilities, increasing profits and, allowing for raises and new hires. C. The new business plan is said to have many advantages, such as maintaining facilities, increasing profits, and allowing for raises and new hires. Spelling - Identify the misspelled word. 17. It was (a.) truley an (b.) honor to have (c.) known Dr. Livingstone. 18. My brother is (a.) pursuing a (b.) career as a (c.) licenced broker. 19. The (a.) committee was able to (b.) accomodate the new members without (c.) noticeable difficulties. 20. Luis had an uneasy (a.) conscience for having (b.) embarassed Samantha with the (c.) surprise party. 55
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